Title: Incomplete and co dominance Grade Level: 10 Course: Biology Lesson Overview
In this lesson we will be looking at the phenomenon of Incomplete dominance and co dominance. I will explain what each mean and go through punnett squares to prove and show ratios.
Learning Performances
The students will be able to explain both concepts and be able to show each concept through punnett squares and written explination.
Time Required
This should be about 2 teaching periods
Instructional Sequence
Introducing the lesson
To introduce this lesson I will begin with asking the students about roses. This should come up right around Valentines day. I can ask them, What is the most received gifts on Valentines Day?Asking that what color roses are there? Then asking them how do you get pink roses. Then telling them it is because of co dominance.
Instructional Activities
I will start off by handing out a worksheet that is empty. They don't really know any of the information but I'm going to use it as an interactive worksheet. So as I explaining to them what incomplete dominance is they can fill in the worksheet. Then show them examples of each which can also go on the worksheet. The example is the same example from their book with the red flower crosses with a white flower and you get all pink flowers. I will ask them, why did this happen? Making sure that they understand that neither allele is dominant nor recessive, it is like a mixture. After this I will go into co dominance. I can explain that it is very similar to incomplete dominance but slightly different. In flowers red and white made pink, but with co dominance the traits aren’t mixed they are both shown. So in chickens, the allele for white feathers and black feathers will have offspring with white and black speckled feathers. I will hand out a worksheet that has examples of both kinds. They will have to create punnett squares and figure out the phenotypes and genotypes and percentages for each one. They will also have to explain if it is either incomplete or co-dominant.
For the next day we will start of by going over the work from the day before. After that they will work like they have before on a Sponge Bob worksheet for incomplete dominance. This should take most of the period for them to do. Once finished we will go through the worksheet as a class. While they are working on this I will be walking around the class, answering and questions that they might have.
Concluding the Lesson
I will reiterate what the main points of this lesson, co-dominance and incomplete dominance, was and ask them students if they had any problems/questions about what we have be talking about. I will ask them to make up their own examples of each and to hand them into me as they leave. I can look over these at home to make sure that they understand the concepts that was taught for this day. I will explain to them that the next class period we will review for the test on the whole unit of genetics.
Assessing Student Understanding
They will be assessed on the work that they have been doing in class. I will not be giving them a grade but while walking around the classroom helping the students out I should be able to pick up what they are having trouble with and which points I need to focus on more.
Cautions
Nothing that I could see
Sources
Trimpe, Tracy (1999). The Science Spot. Retrieved December 7, 2007, Web site: http://sciencespot.net/
Miller, Kenneth and Joseph Levine (2002). Biology. Upper Saddle River, NJ: Prentice Hall.
Rationale
By introducing a new concept that flows along what we have been working on should work fine. Talking about the meaning of the term and discussing how it is different from what we have working on the past few days should help them understand it easier. Then with examples and a lot of them will give them the practice that they will need to fully understand the concepts at hand.
Grade Level: 10
Course: Biology
Lesson Overview
In this lesson we will be looking at the phenomenon of Incomplete dominance and co dominance. I will explain what each mean and go through punnett squares to prove and show ratios.
Learning Performances
The students will be able to explain both concepts and be able to show each concept through punnett squares and written explination.
Links to Standards or Benchmarks
Dan Wilson - Learning Goal Analysis
Materials Needed
• Black board
• worksheets
Time Required
This should be about 2 teaching periods
Instructional Sequence
Introducing the lesson
To introduce this lesson I will begin with asking the students about roses. This should come up right around Valentines day. I can ask them, What is the most received gifts on Valentines Day? Asking that what color roses are there? Then asking them how do you get pink roses. Then telling them it is because of co dominance.
Instructional Activities
I will start off by handing out a worksheet that is empty. They don't really know any of the information but I'm going to use it as an interactive worksheet. So as I explaining to them what incomplete dominance is they can fill in the worksheet. Then show them examples of each which can also go on the worksheet. The example is the same example from their book with the red flower crosses with a white flower and you get all pink flowers. I will ask them, why did this happen? Making sure that they understand that neither allele is dominant nor recessive, it is like a mixture. After this I will go into co dominance. I can explain that it is very similar to incomplete dominance but slightly different. In flowers red and white made pink, but with co dominance the traits aren’t mixed they are both shown. So in chickens, the allele for white feathers and black feathers will have offspring with white and black speckled feathers. I will hand out a worksheet that has examples of both kinds. They will have to create punnett squares and figure out the phenotypes and genotypes and percentages for each one. They will also have to explain if it is either incomplete or co-dominant.
For the next day we will start of by going over the work from the day before. After that they will work like they have before on a Sponge Bob worksheet for incomplete dominance. This should take most of the period for them to do. Once finished we will go through the worksheet as a class. While they are working on this I will be walking around the class, answering and questions that they might have.
Concluding the Lesson
I will reiterate what the main points of this lesson, co-dominance and incomplete dominance, was and ask them students if they had any problems/questions about what we have be talking about. I will ask them to make up their own examples of each and to hand them into me as they leave. I can look over these at home to make sure that they understand the concepts that was taught for this day. I will explain to them that the next class period we will review for the test on the whole unit of genetics.
Assessing Student Understanding
They will be assessed on the work that they have been doing in class. I will not be giving them a grade but while walking around the classroom helping the students out I should be able to pick up what they are having trouble with and which points I need to focus on more.
Cautions
Nothing that I could see
Sources
Trimpe, Tracy (1999). The Science Spot. Retrieved December 7, 2007, Web site: http://sciencespot.net/
Miller, Kenneth and Joseph Levine (2002). Biology. Upper Saddle River, NJ: Prentice Hall.
Teaching Resources
interactive notes
incomplete worksheet
Sponge bob incomplete
Rationale
By introducing a new concept that flows along what we have been working on should work fine. Talking about the meaning of the term and discussing how it is different from what we have working on the past few days should help them understand it easier. Then with examples and a lot of them will give them the practice that they will need to fully understand the concepts at hand.